- •Unit 1 geoecology
- •Terms and Vocabulary
- •Pay attention to the pronunciation of the following words.
- •2. Read the text, fulfill the exercises.
- •7. Read the text below, use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
- •8. What are the subjects of the following sciences?
- •9. Here are some definitions. What are they? Complete the sentences.
- •10. Answer the questions.
- •11. 9 Listen to the interview with a senior research engineer called Dr. Michael Blomberg. Dr. Blomberg gives his opinions on future trends in science and technology.
- •12. Read the text, do the tasks after it. Science and values
- •13. Work in pairs. Discuss the following quotations about ecological problems.
- •14. Read the interesting facts about nature and tell one of them to your groupmates.
- •Wordlist
- •Unit 2 the impact of mining and oil extraction on the environment
- •Terms and Vocabulary
- •1. Pay attention to the pronunciation of the following words.
- •Read the text, fulfil the exercises.
- •Match the words with their definitions.
- •9. Answer the questions.
- •10. State whether the sentences are true or false. If true, add the information you know, correct the false ones.
- •11. Read the text through and find the answers to these questions. Remember, you do not have to understand every word to answer the questions.
- •1. Are these statements True or False?
- •2. Classify the following items into four lists according to their role in environmental engineering. Then find a heading for each list.
- •3. Discuss the following points
- •12. 9 You will hear a lecture on impact of some trace elements of ore mineral on the environment. For questions 1-5, choose the best answer a, b, or c.
- •13. Read the text, tell about the impact of different stages of oil extraction on environment Environmental effect of Extracting Delivering, and Using Petroleum Products
- •14. Say in what content these figures are mentioned in the text.
- •15. Complete the sentences according to the text.
- •16. 9 You are going to hear a report about tanker disasters. Work in pairs. List possible causes of tanker disasters. Do you think that most accidents could be avoided or are some inevitable?
- •17. 9 You will hear various people talking about a tanker disaster. You will hear the people twice.
- •18. Imagine you are people from the list in Ex. 17. Act out interviews. Before you begin, decide what attitude you wish to convey by the tone of your voice and the way you speak.
- •19. Imagine you are fisherman or local hotel owners. Plan and write a letter demanding compensation for loss of trade caused by the oil spills.
- •20. Discuss the following facts and figures.
- •21. Discuss the following quotation from the standpoint of the ecological problems in mining and oil production
- •Deepwater Horizon oil spill
- •23. Write a paragraph on one of the topics, be ready to discuss it in group.
- •Wordlist
- •Unit 3 the problems of power generation
- •Terms and vocabulary
- •A) Pay attention to the pronunciation of the following words.
- •2. Read the text, fulfil the exercises.
- •3. Give Russian equivalents to the following words and set-expressions.
- •4. Match the synonyms.
- •5. Match the antonyms.
- •6. Fill in the correct word from the list below.
- •7. Fill in the necessary preposition.
- •8. Read the examples, join the sentences in every possible way.
- •Join the sentences using the words in brackets. Think of other ways of joining them.
- •Translate the sentences, mind Subjective Infinitive Construction.
- •11. Translate the sentences using Subjective Infinitive Construction
- •12. Complete the sentences according to the text.
- •Answer the questions.
- •Read the text, suggest the title to it.
- •Answer the questions.
- •18. Understanding a lecture
- •19. Read the text attentively, do the task after it. Fukushima Daiichi nuclear disaster
- •20. Working in pairs, discuss one of the energy source, its advantages and disadvantages, its perspectives:
- •21. Read the article and answer the questions below: The Truth about Chernobyl
- •22. Organize a students’ conference “The modern problems of energy generation.
- •Wordlist
- •Unit 4 the greenhouse effect
- •Terms and vocabulary
- •1. Guess the meaning of the words and remember the pronunciation.
- •2. Read the text, fulfill the exercises.
- •3. Complete the table with the appropriate word-formations.
- •5. Translate from Russian into English.
- •Fill in each gap with only one word.
- •7. Match the definitions.
- •8. Complete the following sentences:
- •9. Answer the questions.
- •10. Put the sections of the article from the New Scientist into the correct order. The first section is “ a” and the last is “g”. Looking on the Dark Side of Global Warming
- •11. 9 You will hear a lecture on global warming. For questions 1- 15 fill in the missing information.
- •Read the text without using a dictionary. Speak on the properties and practical applications of ozone
- •13. Tell about the greenhouse effect using this picture
- •14. 9 You will hear a man talking about a climatic phenomenon called El Niňo. For questions 10-14, choose the best answer (a, b, c or d) which fits best according to what you hear.
- •15. Discuss the following facts and figures.
- •16. Discuss the following problems. Find some additional information to prove your point of view.
- •Wordlist
- •Unit 5 the impact of chemical elements on human organism
- •Terms and Vocabulary
- •Read the words and remember their pronunciation.
- •Try to recognize the following words, remember their pronunciation.
- •3. Read the text, fulfil the exercises.
- •8. Fill in the necessary prepositions:
- •9. State whether each of the following sentences are true or false, if false, explain why.
- •10. Read the text again and make notes under the following headings. Find some additional information on each of the topics. Talk about the process of toxicokinetics. Use the scheme.
- •11. Read the text and answer the questions. Toxic heavy metals
- •Mechanisms of toxicity
- •Some principle processes of toxicity
- •Some other reaction of human organism to xenobiotic
- •Dose in the Exposure-Response relationships
- •Interaction of xenobiotics with each other
- •Carcinogenesis
- •More on carcinogenesis
- •Toxicity testing
- •Wordlist
- •Final tests
- •Variant 1
- •Variant 2
- •Glossary
- •Practical part
- •The result processing
- •Questions
- •Laboratory work № 2
- •Investigation of physiological characteristics of organism adaptation to low temperature
- •Theoretical introduction
- •Practical part
- •Questions
- •Laboratory work № 3 Study of calculation method of depletion time for non-renewable resources
- •Theoretical introduction
- •Practical part
- •Questions
- •Project work Types of Anthropogenic Impact in Tomsk Territory
- •References
More on carcinogenesis
Recent advances in research on carcinogenesis, especially the identification of the oncogene, may have identified new and rather complicated mechanisms, but the effect has been to simplify our understanding by providing common pathways and unitary, comprehensible mechanisms by which many causes may act. The principle categories of causes may be identified as heredity, chemical exposure, viral infection, and radiation exposure.
As understanding of the basic mechanisms of cancer improves, concepts of chemical carcinogenesis have also grown more refined. A deep understanding of the biology of cancer helps to explain many of the phenomena critical to regulation, such as latency periods and cancer promotion. The divergence in goodness-of-fit to available response data results from differences in the assumptions involving adaptive mechanisms, threshold effects, receptor behavior, and transport to the target organ. Similarly, the population response to exposure to chemical carcinogens at low exposure levels depends on whether a “one-hit” model or an interactive model is operative.
Toxicity testing
The usual approach to assessing the toxicity of a new chemical or an agent that recently come under suspicion is to conduct a sequence of studies, each level of which is called a “tier”. A tier-one study, for example, may involve the use of in vitro studies, such as the Ames assay, in an effort to identify potential carcinogens early and to exclude them from further consideration as a possible product. A tier-two study might involve determination of LD50 or LC50 in animals.
As the tests become more sophisticated and the outcomes become more difficult to detect, they become much more expensive. Alternatives to animal studies are becoming available for specific purposes, but they cannot replace in vivo testing for all needs.
A major issue in selecting any kind of animal model is the biological relevance of the model to the application intended. The experiment must be at least comparable to human routes of exposure, metabolic pathways, and the potential for expression of the effect.
From Essentials of Medical Geology. Elsevier Inc., 2005.
Wordlist
Biomagnification |
бионакопление, биоаккумуляция |
Bolus |
пищевая масса, кусок пищи |
By-product |
побочный продукт |
Eliminate |
устранять |
Excretion |
выведение, экскреция |
Exposure |
подвергание воздействию, экспозиция |
Food web |
пищевая сеть |
Framework |
структура, точка отсчета |
Hazard |
опасность, риск |
Host |
организм-хозяин, реципиент |
Host defences |
иммунная защита организма |
Infusion |
вливание, введение |
Ingestion |
прием пищи, глотание |
Input |
ввод, вход |
Intravenous |
внутривенный |
Metabolite |
метаболит, продукт обмена веществ |
Pathway |
путь, прохождение, траектория |
Risk assessment |
оценка рисков |
Scope |
рамки, границы |
Sequestration |
секвестрация, отторжение |
Target organ |
орган-мишень |
Tissue |
ткань |
Uptake |
поглощение, ввод |
Xenobiotic |
ксенобиотик, чужеродное вещество |